1 CURRICULUM COMPACTING No More “B” Word Office of Teaching and Learning TAG Department December 6, 2007 TAG Office

2 Today’s Objectives What is Curriculum Compacting? Why use Curriculum Compacting? When? How? Resources

3 The Challenge Students come at different readiness levels Students learn at different rates Students have different styles of learning Students have varying interests Students have a variety of needs

4 The Problems With Meeting Needs of All Learners Time constraints Lack of systematic approach Students becoming frustrated with repetitive work

5 What Is Curriculum Compacting? Instructional strategy for curriculum adjustments for any curricular area Students show level of proficiency in basic curriculum, and then they may “buy back time” for other learning experiences

6 Why (research) To meet the needs of Gifted Students in Regular classrooms and eliminate the repetition of work that is already mastered or that can be mastered quickly Dr. RimmDr. Rimm #1 Begin Video Tape

7 How To Use the Compacting Process 1. Define goals and outcomes 2. Identify students to participate 3. Provide acceleration; extension opportunities; and depth and complexity

8 Goals & Outcomes Defined Determine which tasks are new and which are review Use scope and sequence charts, teacher manuals, curriculum guides and curricular frameworks

9 Identify Candidates Estimate which students have the potential to master material faster Look at scores of previous tests Observe students Review student achievement tests Pretest students (students may volunteer, teacher selects, or pretest the whole class)

10 Plan Plan and provide for curriculum extensions, enrichment options or acceleration – Self directed learning activities – New curriculum on same subject – Group activities/projects – Seminars – Mentors, community helpers “The work that we plan for our students is really our work until it represents true learning for them.” ….. Susan Winebrenner

11 When Compacting and Differentiation for Skill work Compacting and Differentiation for Content New: p Old: p New: p Old: p

12 The Compactor Developed by Joseph Renzulli & Linda H. Smith Use a separate compactor for each student Record all Modifications to Curriculum in the compactor for the student Keep a folder for each student for pre-tests, learning contracts, logs, notes, post-tests

13 Extension Work Daily logs keep students focused and accountable for independent work Student “buy back” time should never be used to remediate learning weaknesses Always allow students to capitalize on strengths that extend abilities p. 78 (N); p. 76 (O)

14 Self-selected Projects Students who work on self-selected projects have increased motivation in mastering regular class work Product choices should reflect a student’s learning styles and interests Students will forget about the “B” word!

15 Product Choices Chart p. 80 (N); not in OLD

16 Resources for Extension Activities AIMS Education Foundation Bertie Kingore Creative Publications Dale Seymour Publications ETA/Cuisenaire Highline Advance Math Program Institute for Math Mania members. Marilyn Burns The Math Forum Suntex International

17 References Reis, Sally M & Renzulli, Joseph S., Curriculum Compacting: “A systematic Procedure for Modifying the Curriculum for Above Average Ability Students” The National Research Center on the Gifted and Talented, University of Connecticut Winebrenner, Susan. Teaching Gifted Kids in the Regular Classroom -Teaching Gifted Kids in the Regular Classroom 6-12 CD-ROM - Susan Winebrenner -Differentiating Instruction in the Regular Classroom-Diane Heacox, Ed D Math Resources to Extend Learning